Evaluando la metacognición sobre la traducción en el aula: diseño de un cuestionario de preguntas abiertas

Ana María García Álvarez (Universidad de Las Palmas de Gran Canaria)

Abstract:
Conceiving the linguistic sign as a container of fixed and universal meanings constitutes one of the students' conceptual metaphors about translation. Cognitive linguistics surpasses this metaphor by considering the linguistic sign to be opposed to this way of thinking: open, encyclopaedic, situated and emergent (Langacker, 1987). In order to implement this change in teaching, it needs to be based on theories and aspects of cognitive linguistics, whose selection, quantification, evaluation and content sequencing should be planned according to the students' previous knowledge and profile by means of an appropriate curricular programme which can be applied to translation.

A cognitive investigation into translation thinking and translation instruction

Zhu Lin (College Of Foreign Languages, Hengshui University, Hengshui, Hebei Province, China)

Abstract:
A major objective of translation instruction is to improve the efficiency of translation thinking. To this end, the research on translation thinking becomes a prerequisite. In light of cognitive psychology, cognitive linguistics and psychology of thinking, this paper first explicates the characteristics of translation thinking process, the types of transfer thinking as well as the qualities and the structure of translation thinking. Then it goes on to summarize the structural differences in translation thinking between novice and expert translators. On the basis of these research findings, this paper proposes that the the priority in translation instruction should be given to the optimization of thinking habits and the development of the ability of monitoring thinking. Suggestions on translation instruction are finally provided.

Developing translator's intercultural competence: a cognitive approach

Maria Yarosh And Larry Muies (University Of Deusto, Bilbao)

Abstract:
Despite the widespread criticism of making intercultural training cognitively-focused and despite the fact that defending the cognitive approach might seem to prove those who maintain that the university limits itself to the knowledge dimension right, this paper argues that the cognitive and metacognitive components are central to the aim of developing the translator's intercultural competence. This is substantiated through reviewing opinions expressed in the literature on Intercultural Training and Translator Training, on the one hand, and on the other with an introductory account of Intercultural Training for Translators four pilot sessions held at the University of Deusto (Bilbao, Spain) in autumn 2010, which made use of the approach advocated.

Developing web searching skills in translator training

Vanessa Enriquez Raido (Centre For Translation And Interpreting Studies School Of European Languages And Literatures The University Of Auckland)

Abstract:
This paper focuses on the development of online information literacy in translator training. First, it highlights the important role that information skills, especially web searching skills, play in translation as a cognitive activity requiring information and constant decision making, among others. Second, it argues that if we are to train translation students to work in different subject areas, text types and topics, our focus needs to shift from the acquisition of specialized knowledge in several domains to the development of information skills that can be used for problem solving in any field of expertise. Third, given that the need to seek, use and generate translation-related information depends on the type of users and translation tasks performed, it emphasizes the need for empirical studies that focus on real users and learning contexts. To illustrate the potential benefits of such an approach, this paper draws on the results obtained in a multiple-case study of the web search behaviours of a small cohort of postgraduate translation trainees in their first year of studies.

Reflexiones en torno a la enseñanza de la investigación en traducción audiovisual en los estudios de posgrado: una propuesta de programación

Francisca García Luque (Universidad de Málaga)

Abstract:
This paper aims to make a proposal of a program on research on audiovisual translation (AVT) according to the frame settled by the new doctoral degrees in the EHEA. The starting point is the following question: what does a student who decides to do research on AVT need to know? The academic program that we propose intends to be a possible answer to this question. It is based on three axes: first of all, the Dublin descriptors, which describe the competences that a student must acquire by following a PhD degree course; then, the result of the experience in teaching at postgraduate levels in this field, having always adopted a descriptive approach, following the postulates of authors like Díaz Cintas or Chaume; and finally, the constant updating of the knowledge about the evolution of the AVT world itself, which is compelling practitioners, teachers and researchers to renew constantly.

Didáctica de la traducción audiovisual: enseñar a mirar

Christina Lachat Leal (Universidad de Granada)

Abstract:
Teaching the translation of audiovisual works implies teaching the application of translation strategies to resolve audiovisual translation problems. One of the most important aspects in the teaching of audiovisual translation is therefore the identification and representation of problems.The elements that allow us to identify a problem in audiovisual translation include, amongst others, elements of audiovisual language. Although students are aware of the importance of visual and audible elements during the translation process, we have noted that they are not able to identify them because they lack the knowledge and skills that allow them to 'think visually'.

LA INTERPRETACIÓN ESPAÑOL-ITALIANO: PLANOS DE AMBIGÜEDAD Y ESTRATEGIAS Morelli, M. 2010. Granada: Comares.

Elena Errico (Università di Modena e Reggio Emilia, Italia)

MOTIVACIÓN Y ADQUISICIÓN EN LA ENSEÑANZA DEL ALEMÁN. ESTUDIO EMÍRICO SOBRE EL MONOLINGÜISMO, LA ORALIDAD, EL TRABAJO EN GRUPOS Y EL PAPEL EL PROFESOR EN EL AULA. Zayas Martínez, F. (Ed.) Cádiz, Servicio de Publicaciones de Universidad de Cádiz, 2006.

Concepción Mira Rueda (Universidad de Málaga)